ECE2003 Early Childhood Arts Education

ECE	2003	62931	1, 2007	ONC	Early Childhood Arts Education	1.00	Fraser Coast
Subject	Cat-nbr	Class	Term	Mode	Description	Units	Campus

Academic group:	FOEDU
Academic org:	FOE004
Student contribution band:	National Priority Teaching
ASCED code:	070101

Staffing
Other requisites
Rationale
Synopsis
Objectives
Topics
Texts
Reference materials
Student workload
Assessment details
Important assessment information
Assessment notes
Other requirements
Production date
PDF version

STAFFING

Examiner: David Cleaver

OTHER REQUISITES

Pre-requisite: Students must have access to a recognised early childhood education setting. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html.

RATIONALE

Recent theory and research into children's play and artistic development highlight the need for teachers to intervene creatively in children's expressive arts which are natural forms of communication in early childhood. The development of a young child's ability to use the language of expressive arts effectively is dependent on adults who can support the child's acquisition of skills and understandings. This contrasts with approaches that favour the natural unfolding of children's artistic abilities and talents, where children's spontaneous artistic expression is allowed to freely occur. Decisions about the nature and degree of teacher intervention in children's expressive arts activities is viewed in the curriculum, as well as the image of children held by the educator.

SYNOPSIS

This course focuses on the expressive arts and aesthetics in early childhood, in particular in children aged birth to 5 years. It examines the major theoretical frameworks of arts education in early childhood, and the philosophical principles underlying these. The development of children's symbolisation and aesthetic appreciation is explored through studying young children's artworks, art-making, music and dramatic engagement, as well as studying the research on children's artistic and aesthetic development. Students engage in their own expressive arts and projects in the course to develop their understanding of the elements and principles of arts, and the cognitive processes involved in creativity. They also explore the media and techniques appropriate for young children as they develop their artistic knowledge and skills.

OBJECTIVES

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

articulate the importance of expressive arts as a symbolic language of thinking, expression and communication (Assignment 1)
describe the major theoretical approaches to integrated expressive arts education in early childhood (Assignment 1)
explain the symbolic development of young children (Assignment 1)
articulate the principles of aesthetics and aesthetic education for young children (Assignments 1 and 2)
demonstrate an understanding of the elements and principles of the expressive arts and their application to an integrated early childhood educational program (Assignment 2)
describe the resources, techniques, and interactional strategies which support children's developing artistry in early childhood (Assignment 2)
demonstrate ability to apply the techniques of working with multiple resources to arts education in early childhood (Assignment 2)
use written communication effectively and appropriately (Assignments 1 and 2)
write clearly, grammatically correctly and with accurate spelling and punctuation (Assignments 1 and 2)

TOPICS

	Description	Weighting (%)
1.	Expressive arts as a symbolic language of young children	5.00
2.	Major approaches to integrated arts education in early childhood	10.00
3.	Symbolic development of young children	10.00
4.	Nature of aesthetics and aesthetic development in young children	15.00
5.	Elements and principles of expressive arts: own expressive arts and children's expressive arts	15.00
6.	Using multiple resources, techniques and strategies in expressive arts	30.00
7.	Scaffolding children's artistry: interactions and techniques	15.00

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

Book of readings (optional purchase)

Kolbe, U 2004, Rapunzel's supermarket: all about young children and their art, Peppinot Press, Byron Bay, NSW.

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Allen, W 1993, Running on rainbows, 2nd edn, Boolarong Press, Brisbane.

Campbell, PS, & Scott-Kassner, C 2006, Music in childhood: from preschool through the elementary grades, 3rd edn, Thomson Schirmer, Belmont, CA.

Edwards, C, Gandini, L & Forman, G (eds) 1998, The hundred languages of children: the Reggio Emilia approach - advanced reflections, 2nd edn, Ablex Publishing Corporation, Norward, NJ.

Edwards, LC 2006, The creative arts: a process approach for teachers and children, 4th edn, Merrill Prentice Hall, Upper Saddle River, NJ.

Golomb, C 2004, The child's creation of a pictorial world, 2nd edn, Lawrence Erlbaum, Manwah, NJ.

Greata, J 2006, An introduction to music in early childhood education, Thomson Delmar Learning, Clifton Park, NY.

Isbell, RT & Raines, SC 2006, Creativity and the arts with young children, 2nd edn, Thomson Delmar Learning, Clifton Park, NY.

Jalongo, M & Stamp, L 1997, The arts in children's lives: aesthetic education for early childhood, Allyn and Bacon, Boston, MA.

Schiller, W (ed) 1996, Issues in expressive arts curriculum for early childhood: an Australian perspective, Gordon & Breach Publishers, Amsterdam, The Netherlands.

STUDENT WORKLOAD REQUIREMENTS

ACTIVITY	HOURS
Lectures or Workshops	39.00
Private Study	64.00
Project Work	62.00

ASSESSMENT DETAILS

Description		Marks out of	Wtg(%)	Due date
ASSIGNMENT 1		50.00	50.00	04 May 2007
ASSIGNMENT 2		50.00	50.00	15 Jun 2007

IMPORTANT ASSESSMENT INFORMATION

Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities (such as lectures, tutorials, laboratories and practical work) scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. Students should demonstrate a professional attitude and commitment. 80% attendance at and participation in scheduled classes is expected in order to meet the objectives of this course and to achieve the weekly workshop requirements.
Requirements for students to complete each assessment item satisfactorily:
To complete each of the assessment items satisfactorily, students must obtain at least 50% of the marks available for each assessment item. Students must demonstrate their ability to write clearly, grammatically correctly and with accurate spelling and punctuation.
Penalties for late submission of required work:
If students submit assignments after the due date without prior approval then a penalty of 10% of the total marks gained by the student for the assignment will apply for each working day late.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must complete and submit all of the summative assessment items and achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
Examination information:
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Regulations:
Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm or in the current USQ Handbook. USQ Regulation 5.6 Assessment 5.6.10 Resubmission of Assessment Items states that, "...an examiner may permit students to resubmit an assignment that has received a failing grade or a mark of less than 50%. If a student is permitted to resubmit a failed assignment, normally the only passing grade or mark allowable for the resubmitted assignment will be a C- or 50% (as appropriate)."

ASSESSMENT NOTES

1.	The due date for an assignment is the date by which a student must despatch the assignment to the USQ. The onus is on the student to provide proof of the despatch date, if requested by the examiner.
2.	Students must retain a copy of each item submitted for assessment. This must be produced within twenty-four (24) hours of receipt of request being made by the examiner. The student must retain this copy until the grade for this course has been finalised.
3.	In accordance with the University's assignment extension policy (Regulation 5.6.1), the examiner may grant an extension of the due date of an assignment in extenuating circumstances.
4.	The Faculty will normally only accept assessments that have been written, typed or printed on paper-based media. The Faculty will NOT accept submission of assignments by facsimile. Students who do not have regular access to postal services or who are otherwise disadvantaged by these regulations may be given special consideration. They should contact the examiner of the course to negotiate such special arrangements.
5.	Students who have undertaken all of the required assessments in a course but who have failed to meet some of the specified objectives of a course within the normally prescribed time may be awarded the temporary grade: IM (Incomplete - Make up). An IM grade will only be awarded when, in the opinion of the examiner, a student will be able to achieve the remaining objectives of the course after a period of non-directed personal study.
6.	Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded IDS (Incomplete - Deferred Examination); IDM (Incomplete - Deferred Make-up); IDB (Incomplete - Both Deferred Examination and Deferred Make-up).
7.	When there is more than one marker for a single item of assessment, the distributed patterns and means for the different markers will be compared and marks adjusted if necessary.
8.	Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications.
9.	Summative assessment items will receive a numerical score. Any ungraded assessment requirement will receive a Pass, Fail or Incomplete.

OTHER REQUIREMENTS

Students will require access to e-mail and Internet access to USQConnect for this course.
Students are to use a recognised referencing system as specified by the examiner.
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the State of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc.) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html *If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.

This version produced 31 Jan 2008.